Curriculum Integration [electronic resource] : The Central Problem in Teacher Education. Teacher Education Forum; Volume 4, Number 19 / Carl J. Wallen.
A central problem in teacher education is the lack of curriculum integration in both competency-based and traditional teacher preparation programs. Curriculum integration is achieved when students are able to perceive a meaningful relationship between what they have learned in the different educatio...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1976.
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| Subjects: |
MARC
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| 100 | 1 | |a Wallen, Carl J. | |
| 245 | 1 | 0 | |a Curriculum Integration |h [electronic resource] : |b The Central Problem in Teacher Education. Teacher Education Forum; Volume 4, Number 19 / |c Carl J. Wallen. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1976. | ||
| 300 | |a 23 p. | ||
| 500 | |a ERIC Document Number: ED128313. | ||
| 500 | |a Sponsoring Agency: Bureau of Educational Personnel Development (DHEW/OE), Washington, DC. |5 ericd. | ||
| 500 | |a Contract Number: OEG-0-72-0492-725. |5 ericd. | ||
| 500 | |a ERIC Note: For related documents, see SP 010 368-388. |5 ericd. | ||
| 520 | |a A central problem in teacher education is the lack of curriculum integration in both competency-based and traditional teacher preparation programs. Curriculum integration is achieved when students are able to perceive a meaningful relationship between what they have learned in the different educational experiences in the program, and between those learnings and their subsequent performance as classroom teachers. These two relationships suggest two dimensions of curriculum integration: (1) integrating instructional experiences; and (2) integrating instructional objectives. Instructional experiences can be integrated in two ways--horizontally and longitudinally. A horizontal integration can be achieved by organizing the courses and the activities around unifying threads that provide a basis for the students to perceive relationships. A longitudinal integration can be achieved by designing the experiences in a way that facilitates transfer of learning from an earlier experience to a new, but similar, situation. Instructional objectives are satisfactorily integrated when students are able to perceive a relationship between what they learn in a preparation program and what they do on the job as teachers. Integration of instructional objectives can be achieved through (1) utilitarian integration of instructional objectives (identifying as objectives only those behaviors that have a high likelihood of being useful in teaching) and (2) generalizable integration of objectives (designing program objectives so that they can be widely applied in classroom teaching). (MM) | ||
| 650 | 0 | 7 | |a Behavioral Objectives. |2 ericd. |
| 650 | 0 | 7 | |a Curriculum Problems. |2 ericd. |
| 650 | 1 | 7 | |a Integrated Curriculum. |2 ericd. |
| 650 | 1 | 7 | |a Learning Experience. |2 ericd. |
| 650 | 0 | 7 | |a Learning Theories. |2 ericd. |
| 650 | 1 | 7 | |a Program Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a Relevance (Education) |2 ericd. |
| 650 | 1 | 7 | |a Teacher Education. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Education Curriculum. |2 ericd. |
| 650 | 0 | 7 | |a Teaching. |2 ericd. |
| 710 | 2 | |a Indiana University. |b School of Education. | |
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